Dropout Intervention Plan
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Introduction ......................................................................................................................................................................................................... 3 Interventions ........................................................................................................................................................................................................ 4 Success Plan (Attendance) ........................................................................................................................................................................... 4 Building Attendance Plan (Attendance)..................................................................................................................................................... 4 District Attendance Plan (Attendance) ..................................................................................................................................................... 4 Attendance Review Board (Attendance) .................................................................................................................................................. 5 Truancy Court (Attendance)....................................................................................................................................................................... 5 WYN Curriculum/Success Academy (Attendance/Course Failure)................................................................................................... 6 Goodwill Success Academy ......................................................................................................................................................................... 6 Behavior Plan (Behavior) .............................................................................................................................................................................. 6 The Link: Alternative to Expulsion (Behavior) ........................................................................................................................................ 6 P.R.I.D.E. (Behavior) ...................................................................................................................................................................................... 7 GRASP (Behavior-Gang Related) ............................................................................................................................................................... 7 Credit Recovery A+ (Course Success/Recovery) .................................................................................................................................. 7 Work Keys (Course Success/Recovery—Significantly Off Track to Graduation and older than 16) ........................................ 8 After School Tutoring (Course Success) .................................................................................................................................................. 8 Saturday School (Course Success) ............................................................................................................................................................. 8 Welcome/Orientation (Transfers) ............................................................................................................................................................. 9 Career Choices (9th Grade Transition) ..................................................................................................................................................... 9 Process ................................................................................................................................................................................................................10 Interventions by Category ..............................................................................................................................................................................11 Attendance ....................................................................................................................................................................................................11 Course Success.............................................................................................................................................................................................15 Behavior .........................................................................................................................................................................................................18 Interventions by Level .....................................................................................................................................................................................21 Elementary School .......................................................................................................................................................................................21 Middle School................................................................................................................................................................................................23 High School ...................................................................................................................................................................................................26
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Introduction Adams 14 has identified five significant predictors of dropout: (1) low school attendance, (2) failing core courses, (3) behavior issues, (4) low level of English acquired, and (5) transfers into high school. Previous studies (Balfanz) have identified many of these same characteristics are early warning signs (attendance, behavior, and course failure). However, the language learner predictor and transfer status are only identified locally. These characteristics are not only evident at the high school level. In fact, Balfanz found that one of the best predictors of an eventual dropout is whether the student failed a core course in the sixth grade. Another study found that attendance issues at the kindergarten level was a reasonable predictor of eventual dropout. Thus, Adams 14 must plan to intervene as early as kindergarten and set the appropriate path for school success.
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Interventions This section describes the interventions that will be implemented in Adams 14 during the 2009-2010 school year. These interventions will be used by the schools to address the needs of students that are indentified using the Dropout Early Warning Database (DEWD). The specific risk factor that is intended to be addressed by the intervention is noted in parentheses.
Success Plan (Attendance) The step before placing a student on an attendance plan. A student may be placed on an attendance plan after 4 unexcused absences (truancy is 10 unexcused in one year). The Success Plan is school-based and not a legally binding document. The Success Plan can be modified from the existing attendance plan to meet the school needs. **This intervention is appropriate for high school, middle school, and elementary school.
Building Attendance Plan (Attendance) Students that have more than 10 unexcused absences are placed on a Building Attendance Plan. The BAP is a contracted agreement between the family and the building and is legally binding. **This intervention is appropriate for high school, middle school, and elementary school.
District Attendance Plan (Attendance) For students that cannot meet the conditions of the BAP they are referred to the district attendance office to be placed on a District Attendance Plan (DAP). The district hearing officer sets the conditions of the DAP. **This intervention is appropriate for high school, middle school, and elementary school.
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Attendance Review Board (Attendance) Adams 14 School district will partner with various community agencies (schools, police, courts, businesses, Community Reach, Goodwill) and private citizens to develop a Truancy Review Board. Students and families will appear before the board when they attain 10 unexcused absences. The Truancy Review Board will hear the reasons for the student accumulating truancies, and make decisions on what interventions (from a pre-arranged list) will be required for the student. During the hearing, the family will be notified of why they have been summoned to the Civic Center for the hearing (in Spanish if necessary), and the Colorado State Law will be read to them (if they are under 17 years. The student and the family will be given the opportunity to share their story why their student has become habitually truant. The school will then share the history of contacts with the family, and describe what they may think is the issue with the student. After deliberating, the board will help the school and family develop a building level attendance plan which will outline what interventions the student will follow. Interventions may include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Direct file to the district attendance office for legal proceedings Saturday School for every 3 unexcused absences without a doctor’s note. Green Slips No off campus lunch for Juniors and Seniors Tutoring Referral to Community Reach Community Service No Homecoming or Prom Job Shadowing Incentives
**This intervention is appropriate for high school, middle school, and elementary school.
Truancy Court (Attendance) The last step for a habitually truant student is to be referred to truancy court. Once referred to court the student must comply with judicial orders, including participating in the PATHS Program. PATHS Pre-Trial is a Senate Bill 94 (Colorado) Adams 14 (Draft)
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funded program aimed to reduce the number of youth in the detention center by providing comprehensive services to youth and their family involved in the juvenile justice system. PATHS Truancy Program is a new program designed to keep students involved in the truancy court system in school by providing case management and other program services. **This intervention is appropriate for high school, middle school, and elementary school.
WYN Curriculum/Success Academy (Attendance/Course Failure)
The WYN curriculum is a course offered to 20 high school freshman focused on transitioning successfully to high school. The course is focused on relationship building, career events, career exploration, and job shadows with the purpose of making students career aware and also aware of the importance of school. Ninth grade students that are Tier III dropout risks will be assigned to one of two WYN courses. **This intervention is appropriate for high school students.
Goodwill Success Academy **This intervention is appropriate for middle school students.
Behavior Plan (Behavior) **This intervention is appropriate for high school, middle school, and elementary school.
The Link: Alternative to Expulsion (Behavior) The Link is the Adams County Juvenile Assessment Center. The purpose of The Link’s Alternative to Expulsion program is to prevent referred students from being expelled from school, particularly in 11th and 12th grades, and to increase the likelihood that they will complete the current school year and will then successfully graduate from high school. The program, which boasts an 80% success rate, is available for Adams 14 to refer students. In 2009-2010 Adams 14 is interested in referring at least 25 students to this case management program.
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**This intervention is appropriate for high school and middle school students.
P.R.I.D.E. (Behavior) PRIDE is a Juvenile Accountability/Intervention program to assist with teaching our youth about “Personal Responsibility In Decisions Everyday” (PRIDE). PRIDE will be structured for those 12 to 17 years of age. PRIDE is designed to address issues with drug and alcohol abuse and use, harassment and minor assaults, and the general delinquent and disobedient behaviors towards parents, teachers, peers and the community at large within the culture of today’s youth. These behaviors are unacceptable and dangerous to our children, and have outreaching negative effects on other youth and our community as a whole. Currently the PRIDE program is located in Northglenn, but some cases outside of Northglenn are accepted. Parents of a suspended child will offered this program to reduce the length of the suspension. **This intervention is appropriate for high school and middle school students.
GRASP (Behavior-Gang Related) Gang Rescue and Support Program (GRASP) consists of peers, staff and former gang members meeting in informal and educational groups where they talk about issues facing youth in the gang life-style and in their personal lives. Designed to be a ‘safe’ environment, these group meetings encourage open discussions and help staff get to know and assess youth for more intensive intervention needs. The groups meet weekly and are open so a kid may begin attending at anytime. Youth stay in these groups for ten to twelve weeks. Adams 14 will refer students that have repeated gang related discipline issues. **This intervention is appropriate for high school students.
Credit Recovery A+ (Course Success/Recovery) High school students who have failed or are at risk of failing a course will be invited to use A+nywhere Learning System (A+LS) courseware to get back on track and on the road to successful grade completion and on-time graduation. The backbone of the A+LS Credit Recovery Solution is a series of comprehensive assessments that test students in five core subject areas - Mathematics, Literature and the Arts, Writing, Science, and Social Sciences. Pretests pinpoint individual student skill deficiencies and automatically assign lessons that teach those skills. After students progress through the selfpaced lesson material, post-tests measure and record academic gains, indicating whether students have displayed mastery of the lesson material. Adams 14 (Draft)
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**This intervention is appropriate for high school students.
Work Keys (Course Success/Recovery—Significantly Off Track to Graduation and older than 16) The WorkKeys® job skill assessment system is used in high schools and community and technical colleges across the country to measure real-world skills. Students that are significantly off-track to graduate or are returning from dropping out with few credits and older than 16 will be offered the opportunity to take WorkKeys® Assessments as an alternative avenue to graduation. The students use a preparation curriculum online to learn skills they are missing. WorkKeys® can be taken at ACHS, LAHS, or through the ILC. **This intervention is appropriate for high school students.
After School Tutoring (Course Success) After school tutoring would be designed with keeping freshmen students from falling behind on their coursework, and at-risk of not earning credit. Students would be identified every three weeks based on failing grades to be involved in the after school tutoring program. Identified students would initially meet with the after school tutorial coordinator to identify which subject area(s) the student has the best chance of passing and assign the student to receive assistance. Note: Priority will be given to math and English. Tutors will be experts in one or more of the content areas to support student success. Tutors may be ACHS teachers, AVID tutors, and/or UCD-CSU teacher candidates. **This intervention is appropriate for high school, middle school, and elementary school.
Saturday School (Course Success) Needs development **This intervention is appropriate for high school students.
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Welcome/Orientation (Transfers) Parents enrolling a student new to the high school and the District will be provided with an orientation session during one of the two monthly sessions held in the ACHS Community Room. The sessions will be provide an opportunity for the parents to meet with staff from the high school, including a building administrator, an academy coordinator, a counselor/dean, a PTSO representative, and a Student Council member. During the session, parents and students will learn about the ACHS Honor Code, common expectations for parents/students/teachers/administrators, education and program opportunities, intervention opportunities, and post-secondary/workforce readiness programming. **This intervention is appropriate for high school students.
Career Choices (9th Grade Transition) Career Choices teaches self-awareness, decision-making skills, and career exploration. It is appropriate for both collegebound and School-to-Work students. As students uncover their unique abilities and ambitions, they develop the following skills and attitudes needed to build successful careers and lives in rapidly changing times. Career Choices is designed to help young people deal with the two major tasks of adolescence: establishing and consolidating their identity and deciding what they want to do with their lives. All 9th graders at ACHS will take a one semester long course in Career Choices. **This intervention is appropriate for high school students.
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Process Adams 14 is proposing a three step process for implementing best practice. First, indentify students at risk of dropping out as frequently as necessary during the year. The minimum number of times that a school should review students at-risk should be before the school year starts, at the end of the first grading period, and at the end of the second grading period. The Dropout Early Warning Database will be used to furnish reports to principals on demand. Once a school has looked at a list of students at-risk they must plan how to intervene. The intervention should be targeted to the student’s specific need. There is not a single program that will address the expectations. In other words, students that are identified early as having low attendance would not demand the same intervention as student with behavioral issues. Finally, an important component is to follow-up with each student to determine if the intervention is working. This will include noting that the student is on an intervention in Infinite Campus, then regularly following up with the student, the school and the teachers to determine if the student is achieving their goals.
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Interventions by Category Attendance
Attendance Flowchart Student on “Hotlist” for Attendance liaisons to follow-up on Student is on the “red flag” list for attendance at beginning of year Place student on “Success Plan”
Student misses 4-9 days in the current school year.
Place student on “Building Attendance Plan”
Student misses 10 days in the current school year.
Order student to District Attendance hearing and place student on “District Attendance Plan”
Student violates terms of the “Building Attendance Plan”
Order student to “Attendance Review Board”
Student violates terms of the “District Attendance Plan”
Truancy court
Student continues to violate terms of the “District Attendance Plan”
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Program Attendance Hotlist
Description
District Contact Jerome Stiller Director of Assessment (x3263)
Other Contact N/A
Success Plan
A student may be placed on an attendance plan after 4 unexcused absences (truancy is 10 unexcused in one year). The Success Plan is schoolbased and not a legally binding document. The Success Plan can be modified from the existing attendance plan to meet the school needs.
Alan Hollenbeck District Attendance Officer and LAHS Principal (x3305)
N/A
Building Attendance Plan
Students that have more than 10 unexcused absences are placed on a Building Attendance Plan. The BAP is a contracted agreement between the family and the building and is legally binding.
Alan Hollenbeck District Attendance Officer and LAHS Principal (x3305)
N/A
District Attendance Plan
For students that cannot meet the conditions of the BAP they are referred to the district attendance office to be placed on a District Attendance Plan (DAP). The district hearing officer sets the conditions of the DAP.
Alan Hollenbeck District Attendance Officer and LAHS Principal (x3305)
N/A
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Program
Description
District Contact
Other Contact
Attendance Review Board
Adams 14 School district will partner with various community agencies (schools, police, courts, businesses, Community Reach, Goodwill) and private citizens to develop a Truancy Review Board. Students and families will appear before the board when they attain 10 unexcused absences. The Truancy Review Board will hear the reasons for the student accumulating truancies, and make decisions on what interventions (from a pre-arranged list) will be required for the student.
Alan Hollenbeck District Attendance Officer and LAHS Principal (x3305)
N/A
Truancy Court
The last step for a habitually truant student is to be referred to truancy court. Once referred to court the student must comply with judicial orders, including participating in the PATHS Program. PATHS Pre-Trial is a Senate Bill 94 (Colorado) funded program aimed to reduce the number of youth in the detention center by
Alan Hollenbeck District Attendance Officer and LAHS Principal (x3305)
N/A
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Program
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Description providing comprehensive services to youth and their family involved in the juvenile justice system. PATHS Truancy Program is a new program designed to keep students involved in the truancy court system in school by providing case management and other program services.
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District Contact
Other Contact
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Course Success
Course Success Flowchart
Student is on the “red flag” list for course success at beginning of year
Student meets with counselor to discuss pathway to success
Based on discussion with student determine next step and put student on a Academic Success Plan
Students academic success skills (below grade level in reading, math, etc…)
Student needs to recovery credit
A+ Credit Recovery or Class.com
After school tutoring Success Academy (Goodwill)
Work Keys
Student lacks significant credit and is over 16 years of age and under 20. Returning dropout
Student lacks school motivation
Program After School Tutoring
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Description After school tutoring would be designed with keeping freshmen students from
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District Contact Wes Paxton Adams City High School Principal
Other Contact N/A
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Program
Description falling behind on their coursework, and at-risk of not earning credit. Students would be identified every three weeks based on failing grades to be involved in the after school tutoring program. Identified students would initially meet with the after school tutorial coordinator to identify which subject area(s) the student has the best chance of passing and assign the student to receive assistance. Note: Priority will be given to math and English. Tutors will be experts in one or more of the content areas to support student success. Tutors may be ACHS teachers, AVID tutors, and/or UCD-CSU teacher candidates.
District Contact (x7702)
Other Contact
For ACHS and LAHS students. Credit Recovery
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High school students who have failed or are at risk of failing a course will be invited to use A+nywhere Learning Page 16
Wes Paxton Adams City High School Principal (x7702) 2/6/2015
Program
Description System (A+LS) courseware to get back on track and on the road to successful grade completion and on-time graduation.
District Contact
Other Contact
These students may also use class.com for online learning. Work Keys
Students that are significantly off-track to graduate or are returning from dropping out with few credits and older than 16 will be offered the opportunity to take WorkKeys as an alternative avenue to graduation.
Wes Paxton Adams City High School Principal (x7702)
Success Academy/WYN
The WYN curriculum is a course offered to 20 high school freshman focused on transitioning successfully to high school. The course is focused on relationship building, career events, career exploration, and job shadows with the purpose of making students career aware and also aware of the importance of school.
Wes Paxton Adams City High School Principal (x7702)
For 9th graders at ACHS Adams 14 (Draft)
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Behavior
Behavior Flowchart Student is on the “red flag” list for behavior at beginning of year
Behavior “Hotlist” provided to the deans
Three or more behavioral incidents resulting in in or out of school suspension in the current year.
Remedial Behavior Plan
Refer to the Link for Alternative to Expulsion program.
Refer to GRASP for gang intervention.
Violates behavior plan. Is on track for habitually disruptive student status.
[OR] Violates behavior plan. Behaviors are gang-related.
Program Remedial Behavior Plan
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Refer to PRIDE.
Description
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District Contact
Other Contact N/A
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Program The Link
GRASP
PRIDE
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Description The Link is the Adams County Juvenile Assessment Center. The purpose of The Link’s Alternative to Expulsion program is to prevent referred students from being expelled from school, particularly in 11th and 12th grades, and to increase the likelihood that they will complete the current school year and will then successfully graduate from high school. Gang Rescue and Support Program (GRASP) consists of peers, staff and former gang members meeting in informal and educational groups where they talk about issues facing youth in the gang lifestyle and in their personal lives.
District Contact Joseph Miller CAES
Other Contact ????—The Link
PRIDE is a Juvenile Accountability/Intervention program to assist with teaching our youth about “Personal Responsibility In Decisions Everyday” (PRIDE). PRIDE will be structured for those 12 to 17 years of age. Page 19
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Program
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Description PRIDE is designed to address issues with drug and alcohol abuse and use, harassment and minor assaults, and the general delinquent and disobedient behaviors towards parents, teachers, peers and the community at large within the culture of today’s youth.
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District Contact
Other Contact
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Interventions by Level Elementary School
Elementary school interventions will focus on two indicators: (1) attendance and (2) behavior. The table is colored to represent the level of students that the intervention is address. The top tier is estimated to be 70-80% of students that do not have risk factors. Interventions targeting these students are sometimes called whole school and are low intensity or impact. These top tier interventions will not be shaded. The second tier is the 10-20% of students that have some risk factors or risk factors that are lower(?). The second tier interventions will be shaded yellow. Finally, the most intense interventions are targeted to the students with the greatest need. These students have the most intense need within a risk factor. These risk factors and interventions should be colored red. Risk Factor
Details
Attendance
All students
Attendance
Red-flagged for attendance pattern for previous two years (either yellow zone or red zone)..
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Intervention
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 Public awareness campaign of posters and magnets.  Tracking by attendance liaisons. Hotlist.
Implementation Guidelines
A student that enters the year with a red flag for attendance from the previous year will be monitored by the attendance liaisons. These students will be organized on a hotlist for the liaisons at the beginning of the year. The attendance liaison calls the parents personally for every absence reminding the parents the importance of school and of the requirement to attend school. The liaison may also check-in with the 2/6/2015
Attendance
Missed between 4 and 9 days in the current year.
Success Plan
Attendance
Missed 10 or more days in the current year.
Building Plan District Plan and Hearing Attendance Review Board Truancy Court (PATHS)
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student in their classroom and provide some prosocial feedback (e.g. “Glad to see you today”). Parents may also be asked to come in and discuss the importance of school with the school principal. Once a student misses 4 days in the school year they will be placed on a building managed Success Plan. This success plan is simply a reminder to parents and students that attendance is important and if they cross over the threshold of 10 unexcused absences they will be placed on a building attendance plan. Students that continue to miss school after being placed on a Success Plan are placed on a Building Attendance Plan. This will be escalated to a District Attendance Plan and hearing if the student continues to be absent. If the DAP is not complied with the student goes to the ARB and then to Truancy Court. 2/6/2015
Behavior
Had 3 or more behavior incidents resulting in in-school or out of school suspension in previous year.
 Watchlist.
Behavior
Had 3 or more behavior incidents resulting in in-school or out of school suspension in the current year.
 Behavior Plan
Students that were red zone behavior students in the previous year are placed on a Watchlist for the school administration (including deans).
Middle School Risk Factor
Details
Attendance
Red-flagged for attendance pattern for previous two years (either yellow zone or red zone)..
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Intervention
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 Tracking by attendance liaisons. Hotlist.
Implementation Guidelines A student that enters the year with a red flag for attendance from the previous year will be monitored by the attendance liaisons. These students will be organized on a hotlist for the liaisons at the beginning of the year. The attendance liaison calls the parents personally for every absence reminding the parents the importance of school and of the requirement to attend school. The liaison may also check-in with the student in their classroom 2/6/2015
Attendance
Missed between 4 and 9 days in the current year.
Success Plan
Attendance
Missed 10 or more days in the current year.
Building Plan District Plan and Hearing Attendance Review Board Truancy Court (PATHS)
Behavior
Had 3 or more behavior incidents
Watchlist.
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and provide some prosocial feedback (e.g. “Glad to see you today”). Parents may also be asked to come in and discuss the importance of school with the school principal. Once a student misses 4 days in the school year they will be placed on a building managed Success Plan. This success plan is simply a reminder to parents and students that attendance is important and if they cross over the threshold of 10 unexcused absences they will be placed on a building attendance plan. Students that continue to miss school after being placed on a Success Plan are placed on a Building Attendance Plan. This will be escalated to a District Attendance Plan and hearing if the student continues to be absent. If the DAP is not complied with the student goes to the ARB and then to Truancy Court. Students that were red 2/6/2015
resulting in in-school or out of school suspension in previous year.
Behavior
Behavior
Had 3 or more behavior incidents resulting in in-school or out of school suspension in the current year. Had 3 or more behavior incidents resulting in in-school or out of school suspension in current year.
Behavior
Had major incident that resulted in suspension longer than 5 days or expulsion.
Behavior
Had discipline incident related to gang affiliation. Had discipline incident that included drugs/alcohol.
Behavior
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zone behavior students in the previous year are placed on a Watchlist for the school administration (including deans). Behavior Plan
Agree to contract with student, parents, and the LINK to place the student on case management for 60 days. PRIDE if available Agree to contract with student, parents, and the LINK to place the student on case management for 60 days. PRIDE if available Refer to GRASP Agree to contract with student, parents, and the LINK to place the student on case management for 60 days. PRIDE if available
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Course Success
Course Success
Language
Failed 1 or more Reading (Language Arts) or Math courses in the previous semester. Review determines that student failed course because of lack of school readiness (e.g. study skills, motivation, etc…) Failed 1 or more Reading (Language Arts) or Math courses in the previous semester. Review determines that student failed course because of lack of subject area proficiency. Student is NEP.
Goodwill Success Academy
High School Risk Factor
Details
Attendance
Red-flagged for attendance pattern for previous two years (either yellow zone or red zone)..
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Intervention
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Tracking by attendance liaisons. Hotlist.
Implementation Guidelines A student that enters the year with a red flag for attendance from the previous year will be monitored by the attendance liaisons. These students will be organized on a hotlist for the liaisons at the beginning of the year. The attendance liaison calls the parents personally for every absence reminding 2/6/2015
Attendance
Missed between 4 and 9 days in the current year.
Attendance
Missed 10 or more days in the current year.
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the parents the importance of school and of the requirement to attend school. The liaison may also check-in with the student in their classroom and provide some prosocial feedback (e.g. “Glad to see you today”). Parents may also be asked to come in and discuss the importance of school with the school principal. Once a student misses 4 Success Plan days in the school year they will be placed on a building managed Success Plan. This success plan is simply a reminder to parents and students that attendance is important and if they cross over the threshold of 10 unexcused absences they will be placed on a building attendance plan. Students that continue to Building Plan District Plan and Hearing miss school after being placed on a Success Plan Attendance Review are placed on a Building Board Truancy Court (PATHS) Attendance Plan. This will be escalated to a District Attendance Plan and hearing if the student 2/6/2015
Behavior
Had 3 or more behavior incidents resulting in in-school or out of school suspension in previous year.
Watchlist.
Behavior
Had 3 or more behavior incidents resulting in in-school or out of school suspension in the current year. Had 3 or more behavior incidents resulting in in-school or out of school suspension in current year.
Behavior Plan
Behavior
Behavior
Had major incident that resulted in suspension longer than 5 days or expulsion.
Behavior
Had discipline incident related to gang affiliation. Had discipline incident that included drugs/alcohol.
Behavior
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continues to be absent. If the DAP is not complied with the student goes to the ARB and then to Truancy Court. Students that were red zone behavior students in the previous year are placed on a Watchlist for the school administration (including deans).
Agree to contract with student, parents, and the LINK to place the student on case management for 60 days. PRIDE if available Agree to contract with student, parents, and the LINK to place the student on case management for 60 days. PRIDE if available Refer to GRASP Agree to contract with student, parents, and the LINK to place the student on case 2/6/2015
Course Success
management for 60 days. PRIDE if available Goodwill Success Academy
Language
Failed 1 or more Reading (Language Arts) or Math courses in the previous semester. Review determines that student failed course because of lack of school readiness (e.g. study skills, motivation, etc…) Failed 1 or more Reading (Language Arts) or Math courses in the previous semester. Review determines that student failed course because of lack of subject area proficiency. Student is off track for graduation (fallen enough credits behind that they are unlikely to graduate on time). Student is NEP.
Transfer
Student transferred into high school.
Welcome/Orientation
9th Grade
Student is in 9th grade.
Career Choices curriculum/course
Dropout Recovery
Student has fewer than 15 credits.
Works Keys with coaching towards
Course Success
Course Success
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After school tutoring Saturday school
Work Keys
Student must be assessed and be at a level that they can successfully completed work keys.
This curriculum is focused on creating a mindset among students that there is a future for them beyond high school.
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community college. Dropout Recovery
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Student has 15 or more credits.
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 A+ for transcripted credits towards diploma.
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